Technology In Mathematics Education Research Articles

Augmented Reality in Mathematics Education: A Systematic Review

The aim of this study is to explore the application of augmented reality technology in mathematics education. To accomplish this, papers related to Augmented Reality (AR) and mathematics, indexed in the Web of Science, ERIC, and SCOPUS databases from January 2010 to June 2024, were analysed. The review process identified a total of 645 items: 415 from the Web of Science, 113 from the ERIC, and 117 from the SCOPUS. Following the application of our relevance criteria, unrelated articles were removed, resulting in a final selection of 96 articles for examination in this study. The findings indicate a year-on-year increase in publications, reflecting the growing prominence of AR in the field. However, there seems to be a recent trend of stabilization, which may be temporary. Also, most of these studies were conducted with middle school or university students. Based on the reviewed papers, there is a trend that AR applications are generally prepared for the geometry and measurement topics of mathematics courses. Although there are some limitations such as insufficient technical infrastructure, operating system incompatibility, and the shift of attention to software rather than content, AR can positively affect students’ attitudes and interest towards mathematics, motivation, spatial ability, creative thinking skills, high-level strategy use, and self-efficacy.

Mobile Technologies in Teaching Mathematics

Purpose. The article discusses the use of mobile technologies in teaching mathematics to engineering students. The relevance of the paper is due to the need to introduce new methods and means of teaching in connection with the increasing integration of mobile technologies into all areas of life, the interests and characteristics of the new, networked generation of students, the limited possibilities of using innovative methods and means of teaching mathematics due to the conduct of classes outside the computer lab.Materials and methods. The peculiarity of this study is that the integration of mobile technologies into the process of teaching mathematics is considered as a system of three components: technological, informational and social. The analysis of these components made it possible to obtain answers to research questions: where and how mobile devices should be used when studying mathematics; what mobile applications will provide the most effective learning of the discipline; how to organize the educational process using mobile technologies to increase interest and motivation in learning mathematics.Results. The main reasons for the lack of interest in studying mathematics and low motivation include the high level of abstraction of the discipline and the characteristics of the modern, networked generation of students. Analysis of scientific sources and our own observations made it possible to identify such characteristics as problems with understanding complex and long text, the ability to easily read from a small screen and process information in parallel, the choice of sound and images instead of text, the desire for short-term learning and instant results, and attitude towards mobile devices as vital items. Taking into account the interests and wishes of students, and relying on the didactic capabilities of mobile technologies, the paper proposes mobile applications for studying various topics of a mathematical course, assignment options that help increase motivation, develop group work skills and digital literacy. The importance and effectiveness of using social services for visualizing mathematical concepts and calculation schemes, as well as the WhatsApp messenger for instant messaging between students and receiving timely individual and group consultation from a lecturer, is shown. An important characteristic of the messenger is the presence of video communication.Conclusion. The analysis of scientific literature, the study of the requirements of employers and the interests of the modern, networked generation of students, indicated the need to integrate mobile technologies into the process of teaching mathematics. Working with different groups in terms of both the level of mathematical knowledge and the level of proficiency in mobile technologies made it possible to identify and outline ways to solve the main issues of using mobile technologies in teaching mathematics. With limited time to study mathematics, it is difficult for a lecturer to allocate additional time to present the capabilities and effectiveness of mobile applications. A solution to this issue may be to include a section “Mobile Technologies” in a course related to the study of information and communication technologies. It is noted that group work also contributes to a more effective study of the capabilities and techniques of working with mobile applications.

TRENDS IN IMPLEMENTATION OF TECHNOLOGY USE IN MATHEMATICS EDUCATION ON SCOPUS DATABASE: BIBLIOMETRIC ANALYSIS

This study aims to analyze the trend of technology implementation in mathematics education in the Scopus Database using bibliometric analysis. Using predetermined keywords, researchers analyzed 251 documents using RStudio and Vosviewer. From the analysis conducted, it can be concluded that this study shows an interesting growth pattern in research on the use of technology in mathematics education over the period 1977 to 2024. This pattern changed significantly in the last 15 years, from 2009 to 2024, which is equivalent to four times the previous figure, or 66.13% of the total. The University of Pretoria dominated with the highest number of publications, at 14 articles. The source "Educational Studies in Mathematics" stands out as the best source with the highest h-index, at 5. Marien Alet Graham stands out as the author with the highest h-index, at 3. The paper Drijvers et al. (2010) stands out with the highest number of citations, at 168. There were 46 keywords divided into 6 groups, with the keywords Whatsapp, Geogebra, Science Technologies, and Collaborative Learning potentially being interesting and innovative research subjects related to Technology in Mathematics Education.

Development of professional competencies of future technical university specialists through professionally-oriented teaching of mathematics

Relevance. In modern conditions of globalisation, the issue of the prospects for the organisation of professionally oriented mathematics education in the Republic of Kazakhstan is one of the most important problems for improving the quality of technical education in the state. Purpose. The purpose of the study is the analysis and practical implementation of the methodological component to increase the levels of readiness of future specialists of a technical university for the development of professional competencies, as a guarantee of the education of a competent specialist ready to carry out professional activities. Methodology. The following methods are used: analysis, comparison, systematisation, classification, generalisation and experiment, and methods of mathematical statistics. Results. The study conducted at Korkyt Ata Kyzylorda University developed a methodological toolkit aimed at enhancing the professional competencies of future technical university specialists through professionally-oriented mathematics education. Key findings include the identification of effective pedagogical conditions, such as diverse educational activities, the activation of independent cognitive work, the integration of digital technologies in mathematics education, and the use of professionally-oriented tasks, which collectively contribute to higher levels of readiness among students. Conclusions. The research underscores the importance of a structured approach to professionally-oriented mathematics education in technical universities. By implementing a methodological system that incorporates components and criteria of readiness, educational institutions can significantly improve the professional competencies of future specialists. The study suggests that further refinement of these methodologies can continue to elevate the quality of technical education in the Republic of Kazakhstan, ensuring that graduates are well-prepared for professional activities. Keywords: higher education; teaching methods; components of readiness; pedagogical conditions of training; digital technologies

Development of professional competencies of future technical university specialists through professionally-oriented teaching of mathematics

Relevance. In modern conditions of globalisation, the issue of the prospects for the organisation of professionally oriented mathematics education in the Republic of Kazakhstan is one of the most important problems for improving the quality of technical education in the state. Purpose. The purpose of the study is the analysis and practical implementation of the methodological component to increase the levels of readiness of future specialists of a technical university for the development of professional competencies, as a guarantee of the education of a competent specialist ready to carry out professional activities. Methodology. The following methods are used: analysis, comparison, systematisation, classification, generalisation and experiment, and methods of mathematical statistics. Results. The study conducted at Korkyt Ata Kyzylorda University developed a methodological toolkit aimed at enhancing the professional competencies of future technical university specialists through professionally-oriented mathematics education. Key findings include the identification of effective pedagogical conditions, such as diverse educational activities, the activation of independent cognitive work, the integration of digital technologies in mathematics education, and the use of professionally-oriented tasks, which collectively contribute to higher levels of readiness among students. Conclusions. The research underscores the importance of a structured approach to professionally-oriented mathematics education in technical universities. By implementing a methodological system that incorporates components and criteria of readiness, educational institutions can significantly improve the professional competencies of future specialists. The study suggests that further refinement of these methodologies can continue to elevate the quality of technical education in the Republic of Kazakhstan, ensuring that graduates are well-prepared for professional activities. Keywords: higher education; teaching methods; components of readiness; pedagogical conditions of training; digital technologies

The Effect of Virtual Reality Technology in Teaching Mathematics on Students’ Ability to Process Data and Graphic Representation

The study focused on the impact of using augmented reality (AR) in teaching mathematics to tenth-grade students in the 2022–2023 academic year. The sample consisted of 70 students from schools in the city of Amman, who were divided into 35 students in the experimental group and 35 students in the control group. The researcher utilized the quasi-experimental method and collected data through questionnaires and testing tools. Data were statistically analyzed using the MANOVA test, outcome analysis techniques, and GLM test. The results indicate the quality of virtual reality (VR). Students’ ability to process data improved by 94% in the experimental group and 88% in the control group. The experimental group demonstrated an effective contribution of 97% in improving graphic representation ability, while the control group showed a contribution of 92%. The study relied on the descriptive-analytical method. The study concluded that AR technology and its usage have become largely dependent on preparing technical and material requirements. It also highlighted that this technology aids students in learning scientific facts, concepts, and instructions in an easy and effective manner. The results indicate the necessity of expanding scientific research and studies on the advantages and disadvantages of AR technology and its optimal utilization.

The effect of using technology in teaching and learning mathematics on student’s mathematics performance: The mediation effect of students’ mathematics interest

The current study aimed to determine the impact of using technology in mathematics teaching and learning on the mathematics performance of students as mediated by students’ interest in mathematics. Simple random sampling techniques were used to sample 216 students from the three selected SHS in Kumasi, Ghana. A structured questionnaire was used as an instrument for data collection since the study is purely quantitative. Amos (ver. 23) was used to analyze the structural paths of the study. The results from the analysis reveal that the impact of technology on mathematics performance was positive and significant, and the impact of mathematics interest on mathematics performance was positive and significant. Also, the impact of technology on mathematics interest was positive and significant. Finally, the connection between employing technology in mathematics teaching and learning and students' performance in mathematics is somewhat mediated by students' interest in mathematics, and this relationship is statistically significant. The Ghana Education Service and the Ministry of Education were further advised by the study to incorporate technology into mathematics instruction and learning to boost senior high school students' interest and performance in the subject.

Exploring the Roots of Poor Mathematics Performance: A Stakeholder Perspective in Adamawa State, Nigeria

In numerous countries worldwide, poor performance in mathematics remains a critical concern, and Adamawa State in Nigeria is no exception. This study investigates the perspectives of key stakeholders, including students, teachers, and headmasters, regarding the roots of poor mathematics performance within Shangui and Hong Government Senior Secondary Schools, Adamawa State. Through quantitative and qualitative approaches, data were collected from 151 senior secondary school participants, including 121 students, 11 mathematics teachers, 10 heads of departments, and 9 head teachers from randomly selected secondary schools in the Hong Local Government Area of Adamawa State. The findings revealed a prevalent negative attitude among students towards mathematics. Moreover, the study has identified a significant factor contributing to poor performance, which was the secondary schools' ineffective mathematics curriculum. In addition, many elementary school teachers lacked the aptitude and skills necessary to teach mathematics, which significantly impacted pupils' disinterest and resulted in low achievement in secondary education. The study recommends crucial interventions, including the revision of the final year mathematics curriculum, the incorporation of technology in mathematics education, enhancement of the quality of secondary mathematics teachers, a reduction in the emphasis on examinations, and the integration of internal assessments, projects, and fieldwork into the mathematics curriculum. This comprehensive stakeholder inquiry sheds light on the multifaceted challenges faced by the educational system in addressing and improving mathematics performance in Adamawa State.

Development and Cultivation of Mathematical Literacy: A Pedagogical Perspective

This study is dedicated to the formation and enhancement of mathematical literacy with a focus on pedagogical approaches. Mathematical literacy, a crucial skill in today's world, involves the ability to apply mathematical knowledge and skills in various contexts. The research aims to explore effective strategies for developing mathematical literacy among students, recognizing its importance in fostering critical thinking, problem-solving, and analytical skills. The pedagogical approach highlighted in this study centers on interactive teaching methods, incorporating real-life scenarios, and utilizing technology in mathematics education. By examining educational practices from various international contexts, the study identifies key factors that contribute to successful mathematical literacy development. These include a curriculum that integrates practical applications of mathematics, teacher training programs that emphasize innovative teaching methods, and the creation of a supportive learning environment that encourages exploration and inquiry. The findings indicate that enhancing mathematical literacy requires a comprehensive approach, combining effective teaching strategies, curriculum design, and continuous assessment to meet the diverse needs of learners. This research contributes to the field of mathematics education by providing insights into methods and practices that effectively nurture mathematical literacy in students, preparing them for the challenges of the 21st century.

The Use of Information and Communication Technology in Mathematics Education: Does Gender Make a Difference?

Gender equality is a global trend that is a matter for discussion, including in mathematics learning. The ability to use gender-based technology is fundamental to improving the quality of learning. This research aims to describe differences in ICT use strategies by mathematics teachers and differences in students' technology use skills based on gender in mathematics learning. This research is qualitative research with a literature study approach. The indicators for mathematics teachers are viewed from the aspects of the teacher's level of knowledge of ICT, use of technology per hour per day and attitude. Meanwhile, the differences in the ability of male and female students to utilize ICT in learning mathematics can be noticed from the aspects of perception, students' experience and attitudes. The results of the discussion show that mathematics teachers in Indonesia tend to use technology not constructively or only as a learning tool. Female teachers have better strategies or approaches to teaching the integration of technology in mathematics learning while male teachers are more proficient in using or operating digital tools. On the other hand, male students' skills in using technology are better than female students. However, female students can also have the same abilities as males if they have a positive view of integrating technology into mathematics learning.

The Usage of Augmented Reality Technology in Mathematics Education: A Systematic Literature Review

The Usage of Augmented Reality Technology in Mathematics Education: A Systematic Literature Review

The readiness of IR4.0: Morality and technology integration among mathematics teachers

<abstract> <p>The rapid advancement of technology in the era of the Fourth Industrial Revolution presents both opportunities and challenges for education, particularly in the field of mathematics. As teachers incorporate technology into their instructional practices, it is crucial to examine the role of morality in shaping their approach and the subsequent impact on readiness to face the demands of this transformative era. This study investigates the effect of morality as a mediator between teachers' use of technology in mathematics education and readiness for the Fourth Industrial Revolution. The study adopted a quantitative research design, involving a sample of mathematics teachers from Malaysia and Indonesia. The findings found that the impact of technology use on the readiness for IR4.0 among mathematics teachers in Indonesia and Malaysia was found not statistically significant, but it significantly influences morality, suggesting that morality full mediates the relationship between technology use and readiness among mathematics teachers in Indonesia and Malaysia. This study contributes to understanding of how technology integration and moral values intersect in preparing mathematics teachers for the readiness of IR4.0. These insights can inform the development of effective strategies, policies, and interventions to equip teachers with the necessary skills and ethical frameworks to thrive in the digital age.</p> </abstract>

Editorial: Special Issue ”Technology in Mathematics Education”

It is important to get more knowledge about the impact of the use of technology on the learning of mathematics. Recent research shows that the use of digital equipment and software is related to better mathematical skills, but excessive use of digital resources may disturb concentration on learning. This special issue presents five papers on different areas of technology in mathematics education.

Teacher's experience on the use of Computer Technology in Teaching Mathematics in Public Secondary Schools in Nakuru Town Sub-Counties, Kenya

Classroom experience helps a teacher to understand the teaching environment. Effectiveness in instilling knowledge in students is through gaining experience in teaching. Teaching experience can be explained as a state of developing skills, training, and exposure that enables a professional teacher to be more effective while instructing. Classroom experience helps a teacher to understand the teaching environment. Effectiveness in instilling knowledge in students is through gaining experience in teaching. The use of computer technology enables a teacher to gain practical knowledge on actively engaging learners and establishing an interesting class experience. Despite this, teacher years of experience were found to be negatively associated with the amount of instruction especially when using technology with less experienced teachers achieving significantly higher scores. Existing literature shows that Computer Technology can enhance instruction if basic conditions of teacher experience are met. This paper establishes the efficacy of teachers' experience with the use of computer technology in teaching Mathematics This study employed descriptive research design. A sample of 10 Mathematics teachers, 10 Principals, and one CQASO was used. The data was collected using questionnaires and Lesson observation tools and interview schedules. Data collected was analyzed and presented in, frequencies, means, percentages, and tables. Qualitative data were analyzed thematically, transcribed, organized, and reported in a verbatim form where the researcher captured the spoken words of respondents during an interview while maintaining the exact words used. The findings show that the use of Computer Technology in the Teaching of Mathematics is more done by less experienced teachers.

Teaching Mathematics with the Assistance of an AI Chatbot to Enhance Mathematical Thinking Skills for High School Students

The paper introduces the concepts of thinking and mathematical thinking, emphasizing the significance of mathematical thinking in problem-solving and the development of mathematical skills. It elaborates on the process of mathematization, highlighting its role in fostering problem-solving abilities. Furthermore, the article discusses Teaching with the assistance of an AI Chatbot, the objectives of high school mathematics programs, and presents the Teaching Process in Mathematics with the assistance of an AI Chatbot to develop mathematical thinking skills for students. This process includes steps such as defining goals, logging into the AI Chatbot, identifying learning tasks, problem-solving, learning, application and experience, assessment, conclusion, analysis, inference, and mathematical problem-solving. The integration of the AI Chatbot is emphasized, creating a dynamic learning environment that supports students. The AI Chatbot not only provides knowledge but also stimulates curiosity and creativity, helping students understand and apply mathematics to real-world scenarios. The paper provides scientific insights into the application of AI technology in mathematics education, supporting the learning process and developing the mathematical thinking of high school students.

Exploring the Influence of Adaptive E-Learning Technology on Learners’ Perceptions of Mathematical Modeling and Simulation in South African Schools

This study investigates the influence of adaptive e-learning technology on learners’ understanding of mathematical modeling and simulation. Through a comprehensive literature review, theoretical framework development, and empirical analysis, the study examines the relationship between learners’ qualifications, geolocation, and their perceptions of e-learning technology. It utilized a quantitative research approach with a sample size of 66 learners and administered structured questionnaires to urban and rural school learners and analyzed data at p < .05 using the factorial multivariate analysis of variance (FMANOVA). The findings reveal variations in opinions among learners at different qualification levels regarding the use of e-learning technology in mathematical concepts. Moreover, urban and rural learners show disparities in their association of e-learning technology with mathematical understanding. The study emphasizes the need for practical approaches to e-learning, addressing challenges related to access, reliability, and ease of use. Recommendations include integrating adaptive e-learning technology into school curricula and providing adequate training and support for teachers. Furthermore, suggestions for future research encompass exploring long-term impacts, individual differences, teacher roles, assessment and feedback, equity and accessibility, professional development, and comparative studies. Overall, this study contributes to understanding the role of adaptive e-learning technology in mathematics education, providing valuable insights for practitioners and policymakers to enhance teaching and learning experiences.

The role of digital technologies in mathematics education: purposes and perspectives

The role of digital technologies in mathematics education: purposes and perspectives

Recent developments in using digital technology in mathematics education

In this paper we review selected significant developments in the use of digital technology in the teaching and learning of mathematics over the last five years. We focus on a number of important topics in this field, including the evolvement of STEAM and critical making as well as the process of redefining learning spaces in the transformation of the mathematics classroom. We also address the increasing use of computer algebra systems and dynamic geometry packages; and the issue of student collaboration online, especially using learning environments and social media. We briefly touch on artificial intelligence systems, including hyper-personalisation of learning, multimodality and videos. We include a brief discussion on the impact of COVID-19 on mathematics education, and lastly on the more theoretical perspective of the epistemology of digital technology and the construct of humans-with-media. We conclude the discussion with some possible concerns and mentioning some possible new topics for research in the field.

Mathematics Teachers' Perception Towards Educational Technology Integration: Mahendra Ratna Campus Tahachal

Integrating educational technology in mathematics education has emerged as a transformative force revolutionizing traditional teaching/ learning(T/L) practices. Understanding mathematics teachers' perceptions regarding technology integration is vital in fostering successful adoption and implementation in their T/L practice. Utilizing a structured questionnaire with Likert-scale items, the study gathered data on teachers' perceptions of technology's effectiveness and its impact on student learning outcomes. The findings revealed highly positive perceptions among mathematics teachers, with mean scores ranging from 3.73 to 4.33 and statistically significant p-values (p &lt; 0.05). Moreover, the study found no significant differences in various perceptions based on gender, academic level, teaching experience, or level of teaching. The results emphasize the potential benefits of incorporating educational technology in mathematics education and provide valuable insights for stakeholders seeking to enhance mathematics learning experiences at Mahendra Ratna Campus and beyond.

The use of immersive technologies in teaching mathematics to vocational students

This study examines the use of immersive technologies in teaching mathematics to vocational students. The purpose of the research is to develop theoretical foundations and practical applications for the use of immersive technologies in mathematics education, and to measure the impact of these technologies on student motivation and learning outcomes. The study considers the scientific and theoretical underpinnings of immersive technologies in mathematics teaching, as well as methods for using the AR-Book application. A theoretical model, criteria, and methodological support for evaluating the use of immersive technologies are developed. A pedagogical experiment is conducted to evaluate the impact of these technologies on vocational students. Based on the results of the experiment and training materials, the study presents generalizations on the use of immersive technologies in mathematics education.